Student preferences for instructional methods in an accounting curriculum

Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students’ references of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students’ preferences of traditional, interactive, and case-study based
group instructional methods. Students least preferred the traditional instructional method
across all courses. Students most preferred the interactive instructional method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group instructional method in the management course and the interactive and case-study-based group instructional methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.